Increasing Student Success in Developmental Mathematics Proceedings of a Workshop (2019) / Chapter Skim
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6 Vision for the Future and Possible Next Steps
6 Vision for the Future and Possible Next Steps
Pages 83-88
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From page 83... ...
The workshop concluded with final reflections on the current state of developmental mathematics education and potential next steps to achieve a vision of reform that would best serve all students. VISION Group 2 facilitator and reporter Julie Phelps described a vision for developmental mathematics education by 2030, constructed by several workshop participants during the small group discussions: 83
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From page 84... ...
aThis list is not exhaustive; it contains a selection of research areas that emerged during the conversations at the workshop. • All students would have equitable opportunities to learn the math ematics they need to navigate the world and achieve their life goals; • Students would experience the power and beauty of mathematics and experience joy in doing mathematics; and • Mathematics education would enable people to use mathematics tools effectively and ethically in integrated ways.
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From page 85... ...
Building on Mesa's shared ideas, Braddy highlighted a difference in teaching loads for faculty in 2- and 4-year institutions and noted that, without additional funding, community college faculty will not have the time or the incentive to commit to achieving this vision. Group 4 member Aditya Adiredja remarked that the mathematics education community should be critical and reflective of its language choices; for example, "college mathematics for all" does not promote the improved success of black students (see Larnell, 2016)
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From page 86... ...
, which is critical as differences in the fidelity of implementation of the interventions are observed; • mixed methods to understand how practitioners make sense of reform and implement changes while they see on-time data related to changes in outcomes; and • researcher–practitioner partnerships that promote collaboration among faculty, researchers, and practitioners across systems. POSSIBLE ACTIONS FORWARD Summarizing the ideas presented during the small group discussions, group 4 facilitator and reporter Tristan Denley shared the possible actions needed within the next 5 years to maintain momentum to achieve these visions for 2030.
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From page 87... ...
Group 3 member April Strom proposed that members of the Mathe matical Association of America's Research in Undergraduate Mathematics Education community could be leveraged to create a research agenda around mathematics education in community colleges, and Denley hoped that such a research agenda would also focus on the 4-year space. chweingruber sug S gested understanding the differences of student outcomes in 2- and 4-year institutions as an important opportunity for the future.
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From page 88... ...
Gobstein explained that educational leaders should be incentivized to transform, and that local adaptation is needed in order to transition from program alignment, to collaboration, and, ultimately, to the "development of more extensive and robust educational ecosystems -- edusystems." He emphasized the need to "stretch ourselves -- we need to think bigger, and we need to think differently." To do this will require changes in policy, organization, and practice at every level of our institutions and across our institutions and sectors, and such a change requires partnerships (e.g., Jobs for the Future, Transforming Postsecondary Education in Mathematics, Association of Public & Land-grant Universities, Achieving the Dream, and institutions of higher education) , he continued, that build platforms for collaborating, learning, sharing, and tracking progress.
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